
Glass T 1^^ 
Book ,ffiS 



Copyright N°_ 



COPYRIGHT DEPOSIT 



THE CONDITION AND TENDENCIES 



OF 



in 



BY 



ARTHUR HENRY CHAMBERLAIN 

/I 

Professor of Education and Principal of the Normal School 
of Manual Training, Art, and Domestic Economy, 
Throop Polytechnic Institute, Pasadena, Califor- 
nia; Author of " Educative Hand- Work Manu- 
als" and tk A Bibliography of Manual Arts " 




SYRACUSE, N. Y. 

C. W. BARDEEN, PUBLISHER 

1908 



Copyright, 1908, by C. W. Bakdeen 



Two Copies Hec&m 

APR 15 1908 






s 



INTRODUCTION 

The question of the technical phases of 
education is, with any nation, a vital one. 
Perhaps this is true of Germany as it is of 
no other European country. This? may be 
mainly due to one of several causes. First, 
as to the length of time technical education 
has had a place in the German schools. In 
some form or another, and in a greater or 
lesser degree, such instruction has been in 
vogue for many years, and has in no small 
measure become part and parcel of the 
educational fabric of the nation. Again, 
throughout the various German States, the 
work is rather widely differentiated, this 
owing in part to the fact that the varying 
lines of industry in adjacent localities even, 
give color and bent to the technical educa- 
tion of any particular locality. An extens- 
ive field is thus comprehended under the 
term " technical education ". Then, too, 
(v) 



VI TECHNICAL EDUCATION IN GERMANY 

Germany as a nation must needs better her 
condition in order that she may prove self- 
sustaining. The country is not a wealthy 
one, and if in trade, in manufacture, and in 
commerce, she is to compete, and that suc- 
cessfully, with the world powers, strength 
must be gained along such lines as those 
opening through technical education. 

The hope is entertained that the following 
pages may prove of value, not alone to the 
student of technical education as it exists in 
Germany, but particularly to those who are 
endeavoring to institute and develop indus- 
trial and technical training in this country. 
The possibility along these lines is exceed- 
ingly great and the interest and attention of 
thinking people is focused here. They look 
to this form of education as a partial solu- 
tion of some of the most obstinate problems 
now confronting us. 



CONTENTS 



Introduction 
Contents - 
Publisher's Note 
Section I. 
Section II. 



Classification of Schools 

Continuation Schools (Fortbild 

ungsschulen) - 

Section III. Trade Schools (Fachschulen) - 

Section IY. Secondary Technical Schools 

(Gewerbliche Mittelschulen) 

Schools for the Building Trades 

(Baugewerkschulen) 
Schools for Foremen (Werk- 

meisterschulen) 
Schools for the Textile Trades 

(Gewerbeschulen) - 
Industrial Schools of Bavaria 
(Industrie Schulen) - 
Section V. Higher Technical Schools (Tech- 

nische Hochschulen) 
Section VI. Schools of Industrial Arts or 
Art Trade Schools (Kunstge- 
werbeschulen) - 
Section VII. Bibliography - - - 
(vii) 



Page 
V 

- vii 
viii 

- 5 

41 



61 



61 



69 



74 



82 



85 



98 
105 



PUBLISHER'S NOTE 

This book was published under some disadvant- 
ages, as it was delayed by the removal of our office 
to a larger place of business, and by a printers' 
strike, which resulted in four changes in foremen. 
This, together with the fact that the author was 
upon the Pacific coast and proof was delayed and 
sometimes lost has led to errors for which he is not 
responsible. Besides typographical blunders easily 
recognized the following are noted: 
Page 13, next line to last for Air read Art. 
19, 5th line, for enable read ennoble. 
23, 4th line from below, for committee read 

communities. 
25, 5th line, for development read department. 
63, 7th line, for models read modes. 
72, next to last line, the 1 should be in second 
half of first year, making the totals 41 
and 43 instead of 42 and 42. 
79, in table, Knitting should have 1 yr. in- 
stead of 2 yrs., and the line beginning 
Machinery is to be omitted. 
81, 4th line from below, insert to before enter. 
93, last part of paragraph, read "The one 
course plan however has been substitut- 
ed for the several." 
(viii) 



Technical Education 
in Germany 

By Prof. Arthur Henry Chamberlain 

I 

If one were to point out the most distinc- 
tive feature of the educational system in the 
Fatherland to-day, it would perhaps be the 
highly specialized condition of the technical 
schools. 

In approaching our problem we naturally 
ask ourselves the question as to how far the 
industrial progress of a country is influenced 
by technical education. In no time as in 
our own has so much stress been laid upon 
the commercial side of our existence. New 
trades, new industries are springing up ; 
specialization is becoming more far-reaching 
and more firmly established than ever be- 
5 



6 TECHNICAL EDUCATION IN GERMANY 

fore ; competition is becoming keener ; the 
application of science to the arts is more 
varied. 

In this latter field we find Germany in the 
very fore front, she having developed along 
these lines to a greater extent than have 
many of our nations. Illustrations of this 
application lie all about us, — in the bettered 
transportation facilities by railroad and by 
ocean vessel ; in the more improved bridge 
and building construction ; in the methods 
of water supply and drainage ; in modes of 
heat, light, and ventilation; in electric ve- 
hicles, sound transmitters, labor-saving 
machinery; in finely adjusted instruments 
that bring far away worlds almost within 
reaching distance ; in these and a thousand 
other ways is made manifest the result of 
the application of science to the arts. Ger- 
many is taking a prominent part in this 
warfare for industrial supremacy, and that 
she expects her technical schools to be 



TECHNICAL EDUCATION IN GERMANY 7 

largely instrumental in answering many of 
the problems of the present and the future 
cannot be doubted, especially when one is 
made aware of the diversity and extent of 
the schools of a technical character scattered 
over the Empire. 

It will be readily understood from the 
foregoing how difficult a matter it is to 
make any one clasification that will cover 
in an adequate manner the various types of 
existing institutions. Frequently a school 
is found which in some respects is distinc- 
tive. To place such a school in this or that 
category would of course do violence to the 
classification, while to form a new class 
only serves to further complicate and be- 
wilder. Again, various of the institutions 
mentioned may offer such a differentiated 
schedule or be made up of so many parallel 
departments as to entitle them to admission 
into two or more of the classes given. 

Another point of difficulty lies in the fact 



8 TECHNICAL EDUCATION IN GERMANY 

that the term " technical " would in Ger- 
many be somewhat more sweeping than with 
us in America. We do not class technical 
training with so-called manual training or 
handwork of the elementary schools. In 
our present study however, we shall find 
that while in the main we are dealing with 
the technical training of boys from fourteen 
to eighteen years of age,— comparable in a 
measure to our high or secondary school 
courses, we shall also include the industrial, 
vocational, or trade training of men and 
boys alike, as well as work in the more sim- 
plified forms of handicraft, as carried on in 
the lower or elementary school. Eeference 
will also be made to the instruction of a 
higher order, — such for example as makes 
for engineers. These facts will be illumi- 
nated as the study proceeds. 

In reading into these schools their real 
significance, several points must be kept 
constantly in mind. At an early age the 



TECHNICAL EDUCATION IN GERMANY 9 

German youth is supposed to have solved 
the problem of his likes and dislikes, his 
abilities and shortcomings; to have gained 
such a perspective of his probable chances 
for future success, as to choose the line of 
work or occupation he shall follow. It is 
only fair to state, however, that circum- 
stances have much to do with such decision, 
viz, — the occupation of the father, the fi- 
nancial outlook of the family, the industrial 
demands of the locality, the particular ed- 
ucational opportunities offered, — these and 
like problems entering in as vital elements. 
Then too, the founding and sustaining 
of a technical schopl is a matter to be noted. 
This may be in the hands of the general 
government, of the state, of the municipal- 
ity, or may be looked after by private enter „ 
prise. The Guilds, Vereins or Associations 
may organize, equip and foster schools of 
such character as train directly for their 
particular lines of work. It must be stated 



10 TECHNICAL EDUCATION IN GERMANY 

however in this connection, that there 
seems to be a strong tendency at the present 
time toward the centralizing of control in 
the states. This has been brought about in 
large measure through the ever-increasing 
willingness on the part of the state to give 
financial backing to the schools, and thus 
has quite naturally arisen the desire and 
necessity on the part of the state, that it 
have a controlling voice in the school ad- 
ministration. Herein lies one of the main 
differences between such education in Ger- 
many and that of our own country. 

Conrad's Handworterbuch der Staatswis- 
senschaften, 1900, in an article entitled 
" Gewerblicher Unterricht ", gives the fol- 
lowing table on state expenditure for trade 
and technical instruction in recent years : 
Prussia: 

Marks 142,000 ($33,796) in 1874; 

Marks 475,000 ($114,050) in 1885; 

Marks 4,672,000 ($1,111,936) in 1899. 



TECHNICAL EDUCATION IN GERMANY 11 

Saxony : 

Marks 235,000 ($60,214) in 1873 

Marks 570,000 ($135,660) in 1885; 

Marks 1,138,000 ($270,844) in 1898 
Wurtemburg industrial continuation school: 

Marks, 58,000 ($13,804) in 1869; 

Marks 129,000 (30,702) in 1879 

Marks 164,000 ($39,032) in 1889; 

Marks 208,000 ($49,504) in 1897. 

The cost of the state per capita of the 
population of the expenditures was as fol- 
lows: 

Prussia, Pfennigs 15 (3J cts.) in 1899; 

Saxony, Pfennigs 29 (7 cts.) in 1898; 

Hesse, Pfennigs 22 (5 cts.) in 1898. 

The cost per Marks 1,000 ($236) of the 
entire state expenditures was Marks 2.27 
(54 cts.) in Prussia in 1899, and Marks 
5.88 ($1.40) in Saxony in 1898. 

In general the German schools are classi- 
fied upon a basis of the grade of instruc- 
tion given rather than upon the character 



12 TECHNICAL EDUCATION IN GERMANY 

of the subjects taught. Primary education 
is compulsory, that is to say, all children 
are compelled by law to attend school from 
their sixth to their fourteenth year. It is 
at this point that we find our difficulty. To 
quote Dr. Alwin Pabst of Leipzig (who 
speaks of conditions governing technical 
schools) : 

"The age of admission, length of course, 
fees and other conditions (examinations ) 
or these schools differ widely. Ages ranges 
from fourteen to thirty years or over ; length 
of course, one to four or five years; fees 
perhaps twenty to thirty marks per year. 
The Fortbildungsschule is the only insti- 
tion in which no fee is charged." (Taken 
from a personal letter.) 

Several classifications commend them- 
selves for use. Each has its weaknesses and 
breaks down at some point, owing to the 
conditions previously mentioned. In order 



TECHNICAL EDUCATION IN GEKMANY 13 

the better to illustrate this difficulty I shall 
give these various possible classifications. 

The first refers chiefly to the scheme of 
secondary education and was the one first 
chosen and later discarded. It was sug- 
gested mainly by Sir Philip Magnus's work 
on " Industrial Education" and the ''Re- 
port of the Industrial Commission", Vol. I. 

1. Industrieschulen 

Gewerbeschulen 

2. Trade Schools 

Fachschulen 

3. Building Trade Schools 

4. Secondary Technical Schools 

Higher Technical 

Foremen 

Building 

Weaving 

Drawing 

5. Industrial Art Schools (Kunstgewerbe) 

Pure Air 
Applied Art 



14 TECHNICAL EDUCATION IN GERMANY 

6. Polytechnics or Technische Hoch- 

schulen 

7. Continuation Schools — Fortbildungs- 

schulen 
Another classification, suggested in most 
part by a German authority is as follows : 

1. Fortbildungsschulen Continuation 

schools 

2. Industrie — or Fachschulen — Special 
Trade Schools 

3. Gewerbeschulen 

4. Technischeschulen 

5. Technische Hochschulen 

6. Baugewerkschulen — School for Archi- 
tects 

7. Kunstgewerbeschulen — Schools of Art 
In the Seventeenth Annual Report of the 

U. S. Commissioner of Labor for 1902 we 
find the following: 

1. Technical Colleges 

2. Secondary or Intermediate Technical 
Schools 



TECHNICAL EDUCATION IN GERMANY 15 



3. 

Art 
4. 
5. 
6. 



Schools and Museums of Industrial 



Schools for Foremen 
Schools for the Textile Trades 
Trade and Industrial Continuation 
Schools 

7. Industrial Drawing Courses 

8. Other Institutions for Industrial Edu- 
cation. 

The order followed in the present study 
is finally given below. It is one not to be 
found elsewhere, but more closely resembles 
that of Dr. Pabst (the second classification) 
and that found in the Seventeenth Annual 
Report of the Commissioner of Labor. It 
has undoubtedly its weak points, but I 
feel it is the best that can be made however, 
as it is based upon data recently published, 
and the results of correspondence with 
German school authorities, in addition to 
a not very extended knowledge gained 
through personal contact with the German 



16 TECHNICAL EDUCATION IN GERMANY 

schools. It may be taken therefore, as 
bringing the work down to the present 
time: 

1. Continuation Schools or Fortbilbungs- 
schulen 

2. Trade Schools or Fachschulen 

3. Secondary or Intermediate Technical 
Schools or Gewerbliche Mittelschulen 

4. Technical Colleges or Technische 
Hochschulen 

5. School and Mnseums of Industrial Art, 
or Kunstgewerbeschulen 



II 

Continuation Schools 

fortbildtngsshu le2* 

Since at the age of fourteen years the 
German youth is no longer under the con- 
trol of the compulsory school law, the value 
of the system of continuation schools isrea-* 



TECHNICAL EDUCATION IN GERMANY 17 

lized. Of necessity the great mass of boys 
are at this age, forced to enter some gainful 
pursuit. It was clearly evident to the Ger- 
man people that boys should not be cut off 
from school education at this early age. 
Dr. James H. Eussell in his German Higher 
Schools says : 

"The elementary and secondary schools 
are quite independent of each other — not 
one boy in ten thousand finds his way from 
the highest class of the elementary school 
into the Gymnasium." 

It is evident that year by year an increas- 
ingly large number of boys discontinue 
their education at the close of the elemen- 
tary school, for a statsment made by Mr. 
Michael N. Sadler, (Vol. Ill of Special Re- 
ports on Educational Subjects, London), 
some years prior to the above writing, 
would seem to indicate a lesser percentage 
of dropping out than that proposed by Dr. 
Russell. 



18 TECHNICAL EDUCATION IN GERMANY 

The desire then for more extended edu- 
cational advantages must have been early 
felt, and there sprang into existence what 
has since developed into one of the most 
significant features and far-reaching factors 
in the German scheme, — the continuation 
school. I quote from Mr. H. Bertram who 
writes of the continuation schools in Berlin, 
December, 1899 : 

"Amid the development of civilization 
among the nations the idea of the continua- 
tion school is making its way with increas- 
ing strength. Urgently required by the 
conditions of social organization, and in its 
turn acting on them, the new institution 
appears in many forms. It claims its place 
side by side with the Church and the 
School. 

Among the great number of those who enter 
early upon the practical business of life, to 
whom the primary school has offered a start 
there awakens, sooner or later, the desire to 



TECHNICAL EDUCATION IN GERMANY 19 

share in the stores of knowledge which hu- 
man intelligence has won, in the insight 
into the working of the forces of nature, 
which it has acquired and applied to indus- 
try, in the arts which enable and support 
human action; in short to participate in the 
spiritual treasures which are, as it were, the 
birthright of those born under a luckier 
star. This desire, which opens to the dili- 
gent the way to material prosperity and 
inner contentment, seems for society as a 
whole an important incentive to industrial 
progress, and turns the discontent of the 
slaves of machinery into happiness of men 
conscious of their own success. The more 
the old order changes which held the work 
people in the narrow bonds of tradition, the 
more is customary prescription replaced by 
education and independent judgment, by 
insight into existing conditions, by special 
excellence within a particular sphere. For 
this reason, the elementary school, however 



20 TECHNICAL EDUCATION IN GERMANY 

efficient and methodically correct its action 
may be, cannot suffice for the happiness of 
the masses, nor for the preservation of soci- 
ety. The instruction must come into close 
contact with the life of the future citizen, 
and must be at the command of everyone 
desirous to learn, as long as he seeks it. 
But the seeker, born amid such conditions 
as these, needs guidance. Public libraries, 
newspapers, magazines help him the more 
he pushes forward, but without expert assis- 
tance he hardly finds the beginning of the 
path. 

"This is the object of the Continuation 
School." 

It is somewhat difficult to define the 
limits and scope of the continuation of Fort- 
bildungsschulen. Conditions vary in the 
different German states and especially do 
they vary in the various kinds of continu- 
ation schools. Definition is made even 
more doubtful when we find that the limits 



TECHNICAL EDUCATION IN GERMANY 21 

of certain schools overlap. It may be said 
that students are regularly admitted from 
fourteen to sixteen years of age. Not in- 
frequently however, boys and men of more 
mature years take advantage of the courses 
offered. Instruction is carried on during 
the week-day evenings from six to eight 
o'clock and on Sunday mornings. 

Prussia leads the other states in the num- 
ber and character of her supplementary 
schools, the system having its fullest ex- 
pression in Berlin. The fact became early 
apparent that preparation, whatever line 
the boy was to follow, was necessary, and 
this thought is confirmed in the many 
skilled laborers in Germany to-day. In 
Prussia, as elsewhere, it was found that 
boys many times left the common school be- 
fore they became proficient in any line of 
book work. The causes were various; pov- 
erty, indifference, sickness, overcrowding, 
poor enforcement of the compulsory ^attend- 



22 TECHNICAL EDUCATION IN GERMANY 

ance laws, — ail these conspired to make 
supplementary schools necessary. In the 
older provinces very little attention was 
given the continuation school prior to 1875, 
and almost as'much could be said of those 
provinces which were acquired in 1866. In 
1844 a report issued by the Department of 
Public Instruction makes mention of the 
usefulness of ^such schools, while two years 
later a second report has only slightly more 
to say on the subject. This lack of interest 
may be attributed in large measure to the 
non-financial support of these schools by the 
government. 

Several problems had to be faced in work- 
ing out the scheme. Certain definite rela- 
tions between the primary and continuation 
schools must be observed; those coming in- 
to the latter with an inadequate under- 
school knowledge must be looked after; 
provision must be made for students of 
lesser as well as of more mature years; all 



TECHNICAL EDUCATION IN GERMANY 23 



classes of occupation must be given atten- 
tion; these and many other difficult ques- 
tions were to be met and overcome. 

"Three principles," says Mr. Bertram, 
"have contributed to the solution of this 
problem — free choices between the courses 
provided, free enjoyment of the preparatory 
courses without fee, and the selection of the 
teachers according to their attainments in 
a particular branch and their ability to adapt 
their instruction to the needs of the pupils 
or participants in the course." 

In certain sections, Nassau and Hanover 
for example, state aid came early to the 
continuation school. In 1874 an increased 
appropriation resulted in the betterment of 
the schools then existing and in the further 
establishment of like institutions. Here 
the committee must meet the cost of build- 
ing, heating, lighting etc., and one-half of 
all the expenses not covered by the actual 
tuition. Since 1878 there is a fairly general 



24 TECHNICAL EDUCATION IN GERMANY 

acceptance throughout the Empire of the 
statute providing that all employes under 
eighteen years of age must be allowed to at- 
tend a continuation school, the period of 
attendance to be determined by " compe- 
tent authority ". This naturally leads the 
Public Instruction Department to be free 
in its financial support. 

It will be understood that in most cases 
six hours per week is the attendance re- 
quired and that only those who have left 
the Volksschule or lower school and are not 
attending any higher institution are ad- 
mitted. In Saxony a somewhat different 
condition exists. Children who have not 
made satisfactory progress in the Volks- 
schule must, perforce, attend the continu- 
ation school for two years. 

The writer of this paper was thoroughly 
impressed with the work of the Sunday 
classes as seen in Leipzig, Saxony, during 
the summer of 1899. His first introduc- 



TECHNICAL EDUCATION IN GERMANY 25 

tion to such work was made, when on join- 
ing a group of boys, several of them carry- 
ing draughting-boards, he was conducted 
by them to their school. The general 
character and development of the boys, the 
spirit and enthusiasm manifested by them, 
and the thoughtful and intelligent quality 
of the work produced, fully justified in his 
own mind, the validity and worth of the 
Sunday class instruction. 

As between the schools located in the 
cities and those in the smaller towns and 
country places, there is some slight differ- 
ence. They may be classified as (a) rural 
or (6) city schools, on account of their lo- 
cation. The distinction lies rather in the 
arrangement of their curricula, the needs 
of the students in the particular locality 
being kept in mind. In the rural schools the 
programme of studies is somewhat general, 
comprising the German language, arithme- 
tic, mensuration, nature study; and in some 



26 TECHNICAL EDUCATION IN GERMANY 

instances may be added to these, geogra- 
phy, German history, drawing, gymnastics 
and music. This programme is elective to 
the extent that the capacity and previous 
education of the pupil are considered, and 
too, the ability of the teacher, local condi- 
tions and the time spent by the individual 
student. Such schools are admonished not 
to take on the character of technical insti- 
tutions, but rather to continue the general 
education begun in the Volksschulen. 
Only under certain conditions is less than 
four hours per week of instruction permis- 
sible. 

In Prussia the city continuation schools 
are of two grades, each grade made up of a 
number of classes. In the lower grade 
schools, instruction is given in accordance 
with the particular trade or calling the pu- 
pil is to follow. In the upper grade, work 
is much the same, proficiency being the 
chief additional feature. When six hours 



TECHNICAL EDUCATION IN GERMANY 27 

of work is the minimum, language, arith- 
metic, elementary geometry and drawing, 
form the body of the course; while pen- 
manship, geography, history, grammar and 
nature study all are taken up in connection 
with the reading work. Business forms are 
not overlooked. In the more fully 
equipped schools where the teachers are pre- 
pared for such branches, higher matheme- 
matics, mechanics, physics and advanced 
drawing are taken up. 

If, as before stated, the various types of 
continuation schools overlap, the same is 
true regarding the trade and industrial 
continuation schools. While in many in- 
stances the work in the latter schools is of 
a general character, aiming to supplement 
or round out the education of the pupil, we 
find that many of the original schools of this 
class have developed into a form of special 
or trade school. This is brought about 
through pressure from without, as it were. 



25 TECHNICAL EDUCATION IN GERMANY 

When a certain industry predominates in a 
locality supporting a continuation school, it 
is only fair to suppose that the work done, 
general though it may be. will be colored 
to some extent at least, by the demands of 
such industry. If this process of merging 
is carried sutfciently far, as is in many cases 
done, the school may lose almost or entirely 
its original trend, and from a Fortbildungs- 
schule, fall into the class of trade or Fach- 
schulen. 

In the main then, the instruction given 
in a continuation school proper, is either of 
a theoretical nature or involves some form 
of drawing perhaps, thus rendering any 
other than an ordinary school room un- 
necessary for class use. In the city of 
Leipzig the situation is dissimilar to that 
in some north German cities. Here 
the classes are arranged acording to the 
various trades followed, as bookbinders, 
printers, lithographers, bakers, metal work- 



TECHNICAL EDUCATION IN GERMANY 29 

ers, workers in wood and stone, etc. There 
are again in Southern Germany simply 
schools of drawing with special reference 
to the various trades and industries. In 
addition to these are classes of a general 
nature for boys not following special trades. 
Such schools however, cannot be found in 
the smaller towns or in the country. Cer- 
tain other Saxon cities have schools of 
somewhat similar character. 

In the Consular Report, Vol. 54, No. 202, 
page 447, 1898, Mr. J. C. Monoghan says, 
writing under the title Technical Educa- 
tion in Germany: 

"The supplementary schools are for the 
people who have to work, what Chautau- 
quas, summer schools, and university exten- 
tion courses are for others. — Parties in poli- 
tico-economic circles have found that the sys- 
tem of common school education under which 
boys and girls were given an ordinary edu- 
cation in reading, writing, arithmetic etc., 



30 TECHNICAL EDUCATION IN GERMANY 

up to their fourteenth year, was inadequate, 
partially if not wholly, to the ends aimed at 
in such a system. To supply this defect it 
was urged, and finally proposed and favora- 
bly acted upon, that graduates of the com- 
mon schools, boys especially, in some few 
cases girls too, should continue to get in- 
struction a certain number of hours a week. 
This was made compulsory. Manufactur- 
ers, shopkeepers, and mechanics in whose 
employ such boys were found, and not the 
parents, were made responsible for the boys' 
attendance. In these schools, as indicated 
in the foregoing, the boys get as good an 
idea as possible of the trade or branch of 
business in which they are employed. As 
a rule, the hours of attendance are early in 
the morning or a certain number of after- 
noons in the week. Sunday mornings are 
not thought too sacred for such work. It 
seems to be an acknowledgement that the 
years hitherto given to a boy in which to 



TECHNICAL EDUCATION IN GERMANY 31 

get an education, viz., from his sixth to 
his fourteenth year, are not enough to 
prepare him for the struggle for life that he 
has to enter upon. Men have told me, sue- j 
cessful merchants and agents here, that 
they owe more to the hours spent in the 
developing or supplementary schools from 
the practical character of the instruction 
given and the information imparted, than 
to the many years spent in the common 
schools. While one is hardly willing to be- 
lieve this, there can be no doubt of the good 
work done, and being done, by the schools 
referred to." 

The Handwerkschulen in Berlin are very 
similar to Fortbildungsschulen in Leipsig 
for example. These schools have seen a 
marvelous developement during the past 
few years. They have a technical quality, 
giving much attention to drawing. The 
sessions are in the evening, eight hours per 
week, the fee being six marks the half year. 



32 TECHNICAL EDUCATION IN GERMANY 

They are attended by journeyman and ap- 
prentices who come recommended by their 
employers. In connection with these 
schools various Sunday classes are conducted 
throughout the city, each center specializing 
along certain trade lines. 

The Berlin Handwerker Verein is a type 
of continuation school, sustained not by the 
state but by an association. The Verein, 
founded in 1859, has for its object the pro- 
motion of general culture, a partial knowl- 
edge at least of the several callings repre- 
sented, and good manners (gute sitten). 
The moral and ethical elements are not 
lacking. Here public lectures of real merit 
are given, together with music, gymnastics, 
and instruction in general and technical 
subjects. Boys of good character, over 
seventeen years of age, are admitted. The 
families of the boys in attendance are also 
allowed to avail themselves of such general 



TECHNICAL EDUCATION IN GERMANY 33 



exercises, lectures, music, etc., as the school 
offers. 

What may also be styled as belonging in 
a sense in the continuation school category 
is the German Association for the Diffusion 
of Popular Education, with headquarters 
in Berlin. Branches of this association are 
scattered throughout various parts of the 
empire. 

In the year 1869, the industrial code pro- 
vided that all boys under eighteen years of 
age, might, at the discretion of the local 
authorities, be compelled to attend school. 
It is thus evident that the local or State 
authority was here consulted, rather than 
the Ceneral Government. At the present 
time however, when the adjustment of this 
matter is not in the hands of local authority, 
the employer, must, if those engaged with 
him desire so to do, allow such boys to at- 
tend school at their option. In some States 
however, Saxony, Bavaria, Hesse and Baden. 



34 TECHNICAL EDUCATION IN GEKMANY 

compulsory school laws are in force among 
all boys fourteen to eighteen years of age. 
At present the law of 1891 is active and the 
portion touching our problem is here given: 
" Employers are required to give the 
necessary time, to be determined eventually 
be the competent authorities, to their work- 
ingmen under eighteen years of age who 
attend an educational establishment recog- 
nized by the communal administration or 
by the State as an adult's school. Instruc- 
tion shall not be given on Sunday except 
where the hours are so fixed that the pupils 
are not prevented from attending the prin- 
cipal religious exercise or a religious exer- 
cise of their faith especially conducted for 
them with the consent of the ecclesiastical 
authorities. The central administration 
may, until October 1, 1894, accord exemp- 
tions from the last provision to adult 
schools already in existence, attendance up- 
on which is not obligatory. 



TECHNICAL EDUCATION IN GERMANY 35 

"For purposes of this law schools giving 
instruction in manual work and domestic 
duties to women shall be considered as 
adult schools." 

This citation points out that the Sunday- 
class work must not conflict with the reli- 
gious services. There is a strong senti- 
ment Jn many places in favor of a repeal of 
such laws as prohibit Sunday classes at 
such times as church services are held. 
Many of the clergy are opposed to the ex- 
tending of Sunday continuation schools, 
while for the most p'ert the government 
authorities are favorable to such extension. 

As regards the compulsory age limit, 
Prussia of all the German states is follow- 
ing out the option given the individual 
States. It is worthy of note that she de- 
lares (while declining to accept the law) 
that where freedom is allowed, boys are 
more likely to continue in school after their 
eighteenth year. It is insisted also that 



36 TECHNICAL EDUCATION IN GERMANY 

with the restrictions removed, a deeper in- 
terest is excited in the school studies. The 
statement is made however that in Prussia 
two thirds of the industrial continuation 
schools have compulsory attendance laws in 
force as the local authorities may deter- 
mine. Certain it is that much stress is 
laid upon the ethical side of instruction in 
the continuation schools and it is agreed 
that the compulsory school should not 
transplant the regular continuation school, 
except where it seems absolutely necessary to 
do so. In Bavaria for example, where the 
age limit by law is thirteen, the compul- 
sory school has a place for the time being 
at least. 

In Berlin, a century ago, Sunday after- 
noon classes were inaugurated, with a pro- 
gramme no more varied than that furnished 
by the three K's. Apprentices not equipped 
with sufficient school training were forced 
to attend the schools. In 1869 the power 



TECHNICAL EDUCATION IN GERMANY 37 

was wrested from the trade guilds and the 
elective system resulted, later producing 
the Elementary Continuation School. The 
local city government founded at a later 
date three such schools, and in these a 
more diversified curriculum was operated, 
adding to the three K's, German composi- 
tion and literature, modern languages, nat- 
ural science, political science, law, book- 
keeping and drawing. For various reasons 
these schools were not attended by a full 
measure of success and the city authorities 
formulated the plan of placing the continu- 
ation schools in some of the higher institu- 
tions of learning, courses to be operative in 
winter only. Later, from the preparatory 
school, which fitted for the continuation 
school proper, grew up the technical contin- 
uation school. 

There are at the present twelve schools 
of the continuation type in Berlin. A large 
attendance is desired, for with large classes 



38 TECHNICAL EDUCATION IN GERMANY 

groups of various intellectual standards may 
be formed. The student is free to elect 
subjects — as between certain languages, 
mathematics or art studies. The Director 
of the school, by keeping in touch with the 
employers in the various trades and shops, 
can thus control the attendance and shape 
the course of the lines of work offered. 

Some ten years since, two special lines of 
instruction were withdrawn from the con- 
tinuation school proper — the carpenters' 
school and the Gewerbesaal, comprising 
work in drawing and theory involved in 
machine construction and the like. Courses 
for turners are offered in the carpenters' 
schools. In Berlin there are in excess of 
nine centers for the last named school and 
ten centers for the Gewerbesaal, the winter 
classes running up to 2000 and 850 pupils 
respectively. 

This example serves to illustrate the fact 
mentioned in a previous connection, viz., 



TECHNICAL EDUCATION IN GERMANY 39 

that the Forthildungsschule was in some 
cases merged into a special school, for here 
in reality a Each or trade institution has de- 
veloped from the original continuation 
school. This practice has been going on 
more or less extensively among the various 
schools; and in Berlin especially, the con- 
tinuation school has been the foundation of 
most of the Faceschulen. Something more 
will be said in this connection in the sec- 
tion under trade schools. 

"Regarding the continuation schools for 
girls and women a word may be added. As 
with the boys' schools, so these designed 
for girls were put on foot, partly at least, 
from an ethical standpoint. Girls spending 
their days in the factory and shop were in 
need of a refining influence, and this the 
continuation school afforded. Courses were 
offered in the German language, arithmetic, 
sewing and dressmaking. The efforts made 
to give girls this training were not entirely 



40 TECHNICAL EDUCATION IN GERMANY 

successful. So many objections to Sunday 
work were brought forward that it was dis- 
continued. The burdens of the day fell so 
heavily upon the girls that they were not 
ambitious to attend evening classes. At the 
present time the schools are more largely 
attended by girls who, during the day, re- 
main in the family, and in the school take 
up the household arts, sewing, cutting out, 
and the like, and also languages, mathema- 
tics, geography, etc., gymnastics and music, 
shorthand and typewriting. It is hoped 
soon to introduce cookery in all girls' 
schools. Drawing is given much attention. 
There are in Berlin, nine municipal con- 
tinuation schools for girls, which are, as the 
name indicates, maintained by the city. 



TECHNICAL EDUCATION IN GERMANY 41 
III 

Trade Schools * 

As has been indicated in another connec- 
tion, the classification of trade schools as 
such, is somewhat uncertain. It has been 
shown that many of the present schools for 
special trades have evolved from the contin- 
uation schools of the past. In the transi- 
tion state it is sometimes quite difficult to 
definitely place a certain school, whether in 
the trade continuation, or trade group pro- 
per, or to class it with the Industrieschulen. 
The trade continuation schools have largely 
superseded the regular trade schools, in 
many localities at least, and where this con- 
dition exists, trade instruction seems to be 
losing ground, here the Fortbildungs- 
schulen on the one hand, and regular ap- 



*The two previous articles were published in the School 
.Bulletin for JulyaDd August, 1906. 



42 TECHNICAL EDUCATION IN GERMANY 

prenticeships on the other, coming in to sup- 
plant trade teaching. 

The seeming contradictory statements 
made here must be interpreted in the spirit 
rather than in the letter, if the full meaning 
and significance of the trade school is to be 
grasped. Trades are taught as formerly. 
The point made is that while the trade 
school, -per se, is doing its work, boys are, 
more and more, being trained for their 
trades in the so-called trades continuation 
schools and as apprentices in the shops. The 
latter form of training will be spoken of else- 
where in this section of the paper. 

We have noted in following the work of 
the continuation school, that the attempt 
has been mainly toward the teaching of the- 
oretical subjects, the practical lines being 
carried forward in the regular daily occupa- 
tions of the individuals. Hence the trade is 
not held specifically in mind, although the 
desired end is -always kept in view. In the 



TECHNICAL EDUCATION IN GERMANY 43 

trade schools on the other hand, the work is 
largely of a practical nature, dealing with 
some particular occupation. The foregoing 
statement may be taken as fairly represent- 
ing the Fachschule point of view, but it 
should be observed that while these schools 
are special trade schools, training for exam- 
ple iron workers, or joiners, or tailors, there 
is a differentiation within the general class. 
I refer to the Gewerbeschulen, where theo- 
retical lessons are sometimes taught. These 
schools will be given mention in the second- 
ary group. 

Admission to the trade schools is gained 
usually at fourteen years of age, the length 
of each course covering a period of three 
years. The schools are in receipt of finan- 
cial aid from both state and local govern- 
ments. 

To simplify our study, we shall consider 
only such institutions as deal with a single 
trade each, leaving the schools for the build- 



44 TECHNICAL EDUCATION IN GERMANY 

ing trades and the like, and those dealing 
with industrial art and drawing to be treated 
elsewhere. Specialization has been carried 
so far that the following lists of schools, each 
training for its own particular trade or call- 
ing, may be given. The list is arranged al- 
phabetically and without reference to the 
relative importance of the various vocations, 
or to the number of schools. Such schools 
are now found pretty generally in the larger 
cities throughout the Empire. Some of 
these are day schools; some evening schools, 
and others again offer both day and eve- 
ning courses and Sunday instruction. 

Single Trade Schools 

Schools for Bakers 

u " Barbers and Hairdressers 

" " Basketmakers, Wickerworkers, 

and Strawplaiters 
" " Blacksmiths 
" " Bookbinders 



TECHNICAL EDUCATION IN GERMANY 45 

Carpenters and Cabinetmakers 
Chimney Sweeps 
Confectioners 
Coopers 
Gardeners 
Glaziers 
Joiners 

Marine Machinists 
Masons 
Painters 

Paperhangers and Decorators 
Plumbers 
Photographers 
Potters 
Printers 

Saddlers, Trimmers and Trunk- 
makers 

Shoemakers 

Tailors 

Tinsmiths 

Toymakers 

Upholsterers 



46 TECHNICAL EDUCATION IN GERMANY 

" " Wagonmakers and Wheelrights 
" " "Watch and Clockmakers 
" " Woodcarvers 

Some of the above named institutions are 
in certain localities styled apprenticeship 
schools. These train workmen and foremen 
of a minor degree. Shop work is offered, 
and in some cases pure and applied art as 
well. 

The evening work of the so-called Artisans' 
Schools of Berlin, are deserving of special 
mention. There are two such institutions, 
called respectively school number one and 
school number two. The first was estab- 
lished in 1880; the second in 1892. The 
aim of these schools is to give to tradesmen 
and apprentices in their leisure hours such 
a knowledge of drawing, the arts and 
sciences, as will find an application in their 
own lines of work. 

The grade of instruction varies from quite 
elementary work to that for advanced stu- 



TECHNICAL EDUCATION IN GERMANY 47 



dents, the latter being obliged to present 
evidence of fitness before entering. 

The following courses are offered, the fig- 
ures indicating the number of hours per 
week devoted to each. 

Arithmetic 2 

Algebra 2 

Geometry 2 

Trigonometry 2 

Analytical geometry and calculus 1 

Mathematical problems involving phy- 
sics and mechanics 2 

Descriptive geometry 4 

Bookkeeping 2 

Physics 4 

Mechanics 2 

Electro-technics 4 

Chemistry 4 

Chemistry and pharmacy 4 

Free hand diawing 2-4 

Aquarelle 4 

Projection 4 



48 TECHNICAL EDUCATION IN GERMANY 

Ornament 4 

Trade drawing according to occupation 4 

Modeling in wax and clay 4 

Decorative painting 4 

In addition to the foregoing, school num- 
ber two offers: 

Chasing 4 

Practical wrought-iron work 4 

Sketching and calculating the elements 

of machinery % 

The courses continue for two years. 

It is interesting to note that whereas cer- 
tain enactments are in force regarding the 
Sunday sessions of the Fortbildungsschulen, 
there are no such restrictions placed upon 
the Fachschulen, Sunday morning classes 
being held at the discretion of the school 
authorities. 

Let us refer to our table of single trade 
schools as given above. The statements 
which follow have in most cases been taken 
from data relating to the schools of Berlin, 



TECHNICAL EDUCATION IN GERMANY 49 

and may be said to fairly represent the gen- 
eral existing conditions throughout the 
Empire. 

In the school for bakers, instruction is 
given one day weekly for two and one half 
hours. The theoretical work (which in com- 
mon with all such T*orkin the regular trade 
schools, is related directly to the particular 
trade under discussion) is made up of chem- 
istry and bookkeeping. 

In the barbers' and hairdressers' schools, 
instruction is carried on six days each week, 
four hours daily, the school continuing six 
months of the year, covering the winter 
period. Each class receives fourteen hours 
instruction per week. While the bakers' 
school is supported by the guild, the bar- 
bers' school is jointly maintained by state, 
city and guild. The curriculum includes 
shaving, hair cutting, and hair dressing, 
wig making, and ladies' hair dressing. A 
tuition of three marks is charged for the 



50 TECHNICAL EDUCATION IN GERMANY 

term, in the case of apprentices, and six 
marks for journeymen; a charge five times 
as great is made for ladies' hair dressing, 
and for the surgical lectures, ten marks. 

The guild, state and municipality main- 
tain the school for basketmakers and wicker- 
workers. Apprentices receive instruction 
free, four marks each semester being charged 
the journeymen and adults. Attendance is 
compulsory on the part of apprentices of 
guild members. Four hours work per week 
are given, on Saturdays. The annual ex- 
penses of the school, are about five hundred 
and fifty dollars. Four courses are offered, 
as follows : first, general basket making and 
wicker furniture; second, making of small 
wicker furniture; third, large wicker furni- 
ture; fourth, fine and artistic wicker 
working. 

In the blacksmiths' school the instruction 
is for two hours, one day each week. Theo- 
retical work in horseshoeing, and drawing 



TECHNICAL EDUCATION IN GERMANY 51 

related to the course are taught. 

The city and guild support the school for 
bookbinders. The students are both ap- 
prentices and journeymen. They work 
week day evenings and Sunday mornings. 
The purpose is not to produce tradesmen, 
but rather to make more proficient those en- 
gaged in some form of bookbinding, and to 
this end applicants must have had experience 
amounting to two years work before enter- 
ing the school. All students must be 
grounded in the general elements under- 
lying the trade before they are allowed to 
take up any phase as a specialty. No fee is 
charged the apprentices of guild members; 
others pay five marks per term; journeymen 
pay nine marks per term. 

In the cabinetmakers' school, all lines of 
work pertaining to the trade are taken up, 
drawing and designing for trade purposes; 
free-hand drawing; modeling, carving; prop- 
erties of woods, etc. Instruction is given 



52 TECHNICAL EDUCATION IN GERMANY 

week day evenings and Sunday forenoons. 
Four marks are charged for the first term in 
the drawing course and for each subsequent 
term, two marks. The subjects taken up 
are: chemistry, free-hand drawing, pro- 
jection, trade drawing, perspective and 
shadows, drawing from cast, modeling and 
wood carving, joinery. The school is under 
public control. 

In most of the remaining trade schools, 
instruction is pretty generally given on week 
day evenings and Sunday mornings, the 
apprentices of guild members paying no fee, 
a small charge being made for outsiders. 
The support comes from city, state and guild 
in most cases. In the school for masons how- 
ever, there is a preparatory course and also 
a carpenters' course, the whole covering a 
three years term. In this school the in- 
struction is thorough, covering plans, draw- 
ings and specifications; stone, brick, and 
wood construction; foundations, arches, 



TECHNICAL EDUCATION IN GERMANY 53 

staircases, roofs, and the like. Almost 
without exception in all these schools the 
winter attendance is greater than that in the 
summer. 

Certain individual schools throughout the 
Empire deserve special mention, the Koyal 
Fachschule of Iserlohn, the first in Prussia, 
being a notable example. Here handwork 
is combined with industrial art adapted to 
metal work. Boys who entered the trade 
were, in the early days of the school, found 
to be in need of both theoretical and prac- 
tical work, so each has a place in the cur- 
riculum. The length of the course is three 
years, covering the trades of designers, wood 
carvers, moulders, founders, turners, chas- 
ers, engravers, gilders, and etchers. Here 
are taught drawing in all its branches; 
modeling in wax and clay ; history of art and 
metal work; elements of chemistry and phy- 
sics; mathematics; German. Practical 
work in the department in which the stu- 



54 TECHNICAL EDUCATION IN GERMANY 

dent is engaged, is given, the student 
stating on entrance what subject he desires 
to take up. The time of instruction is 
from eight to twelve, in the winter season, 
and from seven to eleven in the summer. 
The afternoon session is from two to six. 
In the engineering trade school, three hours 
per day are devoted to ornamental drawing, 
German, physics and arithmetic. As the 
instruction is planned for working people it 
is largely theoretical. 

The Eeimscheid school is of the appren- 
ticeship order. Attention is given the 
making of edge tools and such other imple- 
ments as are manufactured in the district. 
All students take drawing and design as 
applied to iron work. They are made 
acquainted with the different kinds of iron 
work that can be carried on in the home ; 
are schooled in the use of the tools made; 
learn regarding the markets at which they 
are sold, and the various methods of their 



TECHNICAL EDUCATION IN GERMANY 55 

manufacture. Thus a general understanding 
of the principles underlying his trade is 
given the boy and he becomes acquainted 
with the commercial side of his calling while 
undergoing the necessary preparation in 
manipulation. The theoretical work is given 
in the morning and what shop practice is 
offered is in the afternoon from two to 
seven. The tuition is twenty dollars per 
year. 

The Pottery Trade School at Hohr Grenz- 
hausen, Prussia, is under State controL 
There are day and evening classes, the 
former attended for the most part by the 
sons of manufacturers; the evening classes 
by men and women who are employed 
otherwise during the day. There are Sun- 
day classes also. Decorated stoneware is 
given much attention. The day class boys 
enter with a fairly good knowledge of draw- 
ing and have perhaps attended the Fort- 
bildungsschule. Drawing, descriptive geom- 



56 TECHNICAL EDUCATION IN GERMANY 

etry, modeling in clay and wax, new forms 
of vessels and original ornamentation, paint- 
ing, designing and decorative art, manu- 
facture of earthenware, lectures and study 
of collections, make up the curriculum. 
Any original model made becomes the 
property ot the father of the boy, or of the 
person financially supporting such boy dur- 
ing his attendance at school. Two duplicates 
of the model must be left at the school. 
The courses are three years, daily sessions, 
Saturdays excepted. The fees are nominal, 
being only five dollars per year for the day 
classes, thirty hours weekly, and one dollar 
for evening work, two hours weekly. Pupils 
living outside the municipality pay six 
dollars per year for day instruction. 

The Furtwangen, or Black Forest schools 
are made up of several divisions, giving 
rather a high class of instruction. Clock 
making, wood carving, and straw plaiting, 
are largely carried on. 



TECHNICAL EDUCATION IN GERMANY _ 57 

This paper would not be complete with- 
out some mention of the system of appren- 
ticeship in vogue in Germany. The Lehr- 
werkstatten or apprentice shops play a 
considerable part in the industrial life of 
the Empire. In some instances they are 
maintained in connection with the trade 
schools, or again, are semi -private or sep- 
arate shops. The apprenticeship shops on 
the one hand, and the continuation schools 
upon the other, are doing much of the work 
formerly undertaken by the trade schools 
proper. While manufacturing upon a 
larger scale is recognized as possessing ad- 
vantages over the smaller productive plants, 
it has seemed wise to hold to the handi- 
crafts, in a measure at least. The appren- 
tice system helps to preserve the traditions 
and sentiments of the German people, by 
handing down these handicrafts. The 
associations, vereins, and guilds of past 
time, are to-day, through the aid of legisla- 



58 TECHNICAL EDUCATION IN GERMANY 

tion, coming to the fore, and bringing with 
them many boys trained in the shops under 
the masters. To show the power and scope of 
the guild, and in some cases it is incumbent 
upon a community to form a guild whether 
or no, let me give the following quotation: 
"Persons carrying on trades on their own 
account can form guilds for the advance- 
ment of their common trade interests. The 
object of the guild shall be : 

1. the cultivation of an esprit de corps 
and professional pride among the members 
of a trade ; 

2. the maintenance of amicable relations 
between employers and their employes, and 
the securing of work for unemployed jour- 
neymen and their shelter during the period 
of their nonemployment; 

3. the detailed regulations of the con- 
ditions of apprenticeship and the care for 
the technical and moral education of appren- 
tices; 



TECHNICAL EDUCATION IN GERMANY 59 

4. the adjustment of disputes between 
guild members and their apprentices, as 
contemplated by the law of July 20, 1890, 
concerning industrial arbitration." 

The shops offer about the same lines of 
work as do the private concerns, aiming 
however to be more systematic and to cover 
a wider scope. It is asserted by some that 
the instruction gained in the shop is super- 
ficial, and not to be compared with that ob- 
tained from the traveling master- workmen. 
When the shop is connected with some enter- 
prise or manufacturing interest, a master- 
workman has one apprentice only under his 
charge, for which he receives from the state 
some thirty-five dollars yearly, the boy being 
given board, lodging and proper training. 
The master must have attained the age of 
twenty-four years, and must fulfil certain 
teohnical qualifications. The instruction is 
practical iu the highest degree and thus 
follows the lead of the trade schools in letter 



60 TECHNICAL EDUCATION IN GERMANY 

and spirit. The fees are mainly paid in by 
guild members, and those not members 
even, provided such reside in the district 
and are connected with the trade for which 
the school stands. Local and state aid is 
furnished. While the period of apprentice- 
ship may extend over four years, three years 
is the usual term. 



TECHNICAL EDUCATION IN GERMANY 61 
IV 

Art Trade Schools 

The various types of institutions taken up 
under this head are of an intermediate grade, 
standing half way between the trade school 
on the one hand and the higher technical 
institutions upon the other. Indeed, they 
contain many elements in common with the 
lower group, their scope however being 
broader and more general or indirect, theo- 
retical work finding a place in their curric- 
ula. Owing to a similarity in the instruc- 
tion given, several classes of schools seem to 
demand a hearing under this section. We 
shall begin with the more general trade 
schools omitted from our previous study. 

Schools for the Building Trades 

(Baugewerkschulen) 

The schools for the building trades, of 
which there are a half hundred in the Em- 



62 TECHNICAL EDUCATION IN GERMANY 

pire, are very similar in character through- 
out. The Munich school, established in 
1823, was the first of its kind. Their aim, 
as indicated in the title, is the giving of 
training in the trades connected with the 
various building operations. The majority 
of these schools offer a course two years in 
length. The age of admission is fourteen to 
sixteen years. It is a requisite under some 
boards, that applicants have had practical 
experience in the line to be followed, at 
least two half-years and in some cases two 
full years, before entrance to the school. 
They must have also a fair general knowl- 
edge of their own language, and of reading 
and writing as well. The candidate must 
be a graduate of the Volksschule or must 
subject himself to an examination. The 
fees in these schools vary from fifty to two 
hundred marks per year. These are day 
sessions only. The governing power is in 
ome cases vested in the municipality, fre- 



TECHNICAL EDUCATION IN GERMANY 63 

quently in the State, and again in private 
enterprise. 

While those who go out from these schools 
may, some of them at least, follow the 
trades as regular laborers, others again are 
qualified as master- workmen and leaders in 
their craft. Construction in wood, stone, 
Iron and metals; laws of building; models 
of heat, light and ventilation; plumbing; 
interior fittings; these and other occupations 
are taken up. The sessions of most schools 
extend over the winter months only, the 
students being actively engaged in their sev- 
eral trades during the summer season. 
These schools holding continuous sessions, 
are sparsely attended during the summer. 
When theoretical work is given, such sub- 
jects are included as bookkeeping, descriptive 
geometry, physics and mechanics, German, 
free-hand and mechanical drawing, design, 
principles of architecture. The practical pro- 
gramme comprehends a study of building ma- 



64 TECHNICAL EDUCATION IN GERMANY 

terials and the procuring and working of the 
same; relative strengths and adaptability to 
purpose; models of construction; ornamenta- 
tion; architecture and design; estimates; 
chemical properties of materials; supports, 
trusses, arches and the like. In the more 
advanced institutions, algebra, surveying,, 
mechanics, study of machines and chemis- 
try may be added to the theoretical list 
given, while the practical studies are more 
intensive, and of a somewhat higher order. 
Special departments for engineering, (Tief- 
bauabteilungen) preparing men to occupy 
positions as superintendents, managers of 
public works, construction directors, etc., 
are sustained in some instances. 

Such schools are of an inferior engineering 
type, and deal with problems of advanced 
work as related to the construction of roads, 
water works and railroads; municipal engi- 
neering; bridge construction; electro- tech- 



TECHNICAL EDUCATION IN GERMANY 65 

nics. The theoretical lines are similar to 
those pursued in other courses. 

The schools to which we have just re- 
ferred illustrate well the statement made in 
a previous connection, that the grade of in- 
struction rather than the character of the 
subjects taught, determines the classification 
of schools into groups. Three classes of 
trade instruction have just been men- 
tioned, and might well be styled lower, 
middle and upper schools for trade teaching. 
Another point of interest lies in the fact, 
that while we have been speaking of theo- 
retical and practical subjects as forming the 
curricula of the schools for the building 
trades, the distinction should rather be 
drawn on the line of traditional book sub- 
jects and applied or laboratory practice. 
Practical work, per se, is not carried on in 
the school. Thus we have a close connec- 
tion between theory and practice; more 
closely perhaps than is found to exist in 



66 TECHNICAL EDUCATION IN GERMANY 

other trades. 

The following table shows the distribution 
of building trade schools throughout the 
Empire, the cities in which such schools are 
located being given. 

Anhalt Zerbst 



Baden 


Carlsruhe 




Kaiserslautern 


- 


Munich 


Bavaria 


Nuremburg 




Ratisbon 




Wiirzburg 


Brunswick 


Holzminden 


Hamburg 




Hesse 




Liibeck 






Neustadt 


Mecklenburg- 




Schwerin 





Sternberg 



i 



TECHNICAL EDUCATION IN GERMANY 67 



Mecklenburg- 
Strelitz 

Oldenburg 



Prussia 



Strelitz 

Varel 

Aix-la-Chappelle 

Berlin 

Breslau 

Buxtehede 

Cassel 

Cologne 

Deutsch-Krone 

Eckernforde 

Erfurt 

Frankfort-on-the-Oder 

Gorlitz 

Hildesheim 

Hoxter 

Idstein 

Kattowitz 

Konigsberg 

Magdeberg 

Minister 



68 TECHNICAL EDUCATION IN GERMANY 





Nienburg 




Posen 




Stettin 


Reuss-Schleitz 


Gera 


Saxe-Coburg-Gotha 


Coburg 




Weimar 


Saxe- Weimar- 




Eisenach 






Stadt-Sulza 




Chemnitz 




Dresden 




Grossenhain 


Saxony 


Leipzig 




Orchatz 




Plauen 




Rosswein 




Zitteau 


Schwarzburg- 




Sondershausen 


Arnstadt 



TECHNICAL EDUCATION IN GERMANY 69 

Wurttemberg Stuttgart 

Schools for Foremen 
(Werkmeisterschulen) 
The Werkmeisterschulen or schools for 
foremen, are quite prominent in the scheme 
of secondary instruction. The courses 
given in these schools are of a general char- 
acter, for the most part practical, and the 
institution, as the name implies, fits men to 
occupy positions as foremen and overseers. 
Machine construction is the chief industry 
for which these schools train. The first 
school of this character was opened in 1855 
at Chemnitz, Saxony. There are at present 
twenty-one schools of this class in the em- 
pire. Sixteen is the regular age of admis- 
sion. Candidates must have an elementary 
education on presenting themselves. Two 
years is the average length of course, includ- 
ing both winter and summer terms. A re- 
quisite for admission also is practical exper- 



70 TECHNICAL EDUCATION IN GERMANY 

ience in the trade, hence little other than 
theoretical instruction is given. 

To the objection made by some, to ex- 
tending the course over two years of resid- 
ence and of including the elementary 
branches in the curriculm (such opposition 
favoring a reduction in time given to pre- 
paration) the answer comes that the school 
should give a well grounded education, such 
as will fit the participant for all the functions 
of his social and industrial life. Fifty to 
sixty marks is charged yearly for tuition 
fees. Certain of these schools have both 
evening and Sunday classes, the tuition be- 
ing twenty marks yearly^for week day even- 
ings, eight to nine forty-five, and Sundays, 
eight to ten in the forenoon. 

Table showing location of schools for 
foremen: 

Anhalt Dessau 

Baden Mannheim 

Bavaria Four Mechanische Fach- 

schulen 



TECHNICAL EDUCATION IN GERMANY 71 



Hamburg 



Prussia 



Saxony 



Altona 

Cologne 

Dortmund 

Duisburg 

Elberfeld-Barmen 

Gleiwitz 

Gorlitz 

Hanover 

Magdeburg 

Inserlohn 

Eeimscheid 

Chemnitz 
Mlttweida 
Leipzig 



The following data were compiled from 
tables appearing the Eeport of the Commis- 
sioner of Labor of the United States, for 
1902. The hours per week allowed each 
subject taught in the schools of machinery 
construction, at Duisburg and Dortmund, 
Prussia, are given. 



72 TECHNICAL EDUCATION IN GERMANY 



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TECHNICAL EDUCATION IN GERMANY 73 



The following table showing the occupa- 
tions of one time students at three of the 
Prussian sohools was compiled in April, 
1898. This table may be found on page 
883 of the Seventeenth Annual Keport of 
the Commissioner of Labor of the United 
States. 







+i 


^j 




a 


ft 


ft 




w 


GO 


GQ 




Poo 




o<x> 




OOJ 


(->&> 




MOO 


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OCCUPATION 


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doi 


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ft 


3 Q0 

So- 

o 

p 


42 <*> 


Heads of establishments 


54 1 


1 


Other officers of establishments 


237 107 


11 


Machine builders and foremen 


39 18 


1 


Wage-workers 


34 9 




Owners of establishments or shops 


10 3 




Draftsmen and technical experts in offices. . . 


86 55 


83 


Assistant Chemists 


3 




Students at other schools 


11 1 


2 


Other than technical work 


4 1 




Military service 


16 23 
11 




Deceased 




Unknown 


26 21 


5 


Total 


531 


239 


103 









74 technical education in germany 

Schools for the Textile Trades 

One of the most interesting groups of 
trade schools are those for the promotion of 
the textile industry in its various aspects, 
there existing at the present time no less 
than seventy-nine such institutions. The 
fourfold classification of these schools which 
follow, seems to be in accordance with the 
spirit of the work attempted. 

First; the superior weaving school (H6- 
here Webschulen). 

Second; the secondary weaving schools 
(Webschulen). 

Third; the apprentice shops for weaving 
and knitting (Webereilehrwerksta en). 

Fourth; instruction by traveling or itin- 
erant masters. (Wenderlehrer) 

Xot only doe3 Germany rank high in the 
character of her textile schools, but instruc- 
tion is exceedingly wide spread. Then 
again all lines of the industry are taken up, 



TECHNICAL EDUCATION IN GERMANY 75 

from the most elementary to the most tech- 
nical processes known. It will thus be 
seen that men are trained for the lower as 
well as for the higher branches of the art. 
In the highest classes of institutions weav- 
ing is almost exclusively carried on. The 
genera] Government assumes the control of 
these schools notwithstanding that in the 
beginning, many such institutions were put 
on [foot through the initiative of associa- 
tions and guilds. In each of the several 
classses the work is both theoretical and 
practical. The age of admission is usually 
fourteen years and the course of two years 
duration. 

The Webschulen train, not for specialists 
as do the schools just mentioned, but rather 
aim to turn out foremen and bosses. The 
apprenticeship shops come more closely in 
touch with the workmen of small means and 
those using hand machinery, while the 
Wanderlehrer schools are'moveable. In the 



76 TECHNICAL EDUCATION IN GERMANY 



latter instance, the home becomes the school 
when the teacher is present ; that is a compe- 
tent instructor is employed to travel from 
place to place, visiting the small factories or 
home manufacturers, and giving such in- 
struction as he deems wise and necessary. 
Much good work is still done in the rural 
homes of Germany, and through the means 
mentioned the standards are kept up. 

The work of these textile schools is 
largely specialized, depending upon the 
the location of the school. In some locali- 
ties wool, in others linen or cotton, or again 
in others silk will be given the chief atten- 
tion. Both theory and practice have a 
place in the school instruction. Work in 
the various courses includes a study at first 
hand of the materials used, cost of produc- 
tion, relative values, various processes of 
manipulation, chemistry, drawing, design- 
ing, painting, lectures on fabrics, elements 



TECHNICAL EDUCATION IN GERMANY 77 

of weaving and machinery used, and origi- 
nal design and practical work. 

The distribution of textile schools is 
shown in the following table. 











t3 


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Ph 


Alsace-Lorraine 












1 




Bavaria 




3 












Hesse 


8 


1 

8 


22 










Prussia 




Reuss-Greitz 




1 
1 












Reuss-Schleitz 




Saxe-Weimar-Eisenach 


1 


Saxony 








27 








Wurttemberg 










1 







The Prussian superior textile schools are 
located as follows: 

Aix-la-Chappelle 
Bremen 
Berlin 
Grefeld 



78 TECHNICAL EDUCATION IN GERMANY 

Cottbus 

Miilheim-on-Khine 
Miinchen-Gladbach 
Sorau 
The Berlin textile schools may be taken 
as fairly representing the higher and more 
completely equipped institutions of this 
class. The age of admission is sixteen 
years, a secondary education being neces- 
sary to entrance. Several courses are of- 
fered as follows: 

knitting, one year; 
weaving, one and one-half years; 
designing, two years; 
passementerie making, one year; 
dyeing, one year; 
embroidery, one-fourth year. 
There are day, evening and Sunday 
classes. The accompanying table shows the 
subjects taught in each course and the 
number of hours given to each subject, 



TECHNICAL EDUCATION IN GERMANY 79 



reckoned on the basis of the entire length 
of course. 





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SUBJECTS 


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Theory of weaving 


4 


3 


6 


6 


2 


Design transfer 


13 


9 


3 


8 




Materials 


1 


Vi 


1 


1 




Machinery 






3 


6 


2 


Hand and power looms 


3 


2 








Motors, 


1 

1 










Preparing apparatus 




Finishing apparatus 


1 










Practical exercises . . 


8 


6 


18 


12 


33 


Dyeing 


2 




2 


2 




Analysis and production of 












knitting goods 






4 






Chemistry of fibers 










2 


Chemistry and physics 










4 


Drawing 


8 


23 


2 


5 




Arithmetic and bookkeeping 


2 




3 


3 




Jurisprudence 


2 




1 


1 




Lecture 






2 







In many instances the weaving schools 
have in connection with them departments 
for dyeing and finishing. In such cases 
much attention is given to color blending 






80 TECHNICAL EDUCATION IN GERMANY 

and harmony and to chemistry as well. 

Gewerbeschulen 

Extended mention will not be made of 
the Gewerbeschulen, as the point of dis- 
tinction between such schools and theFach- 
schulen was set forth under the last section. 
They partake of the character of trade 
schools, but are more general in their ten- 
dencies. While both theoretical and prac- 
tical work are given, the former is not 
always applied theory, the Gewerbeschulen 
being based upon, what we in America speak 
of, as the educational side of trade instruc- 
tion. These schools are attended by boys 
and men fourteen to twenty-four years of 
age, — individuals representing the various 
trades. The courses cover a period of three 
years. Both State and local moneys go to 
the support of these schools. 

The Gewerbliche Fachschule of Cologne 
is somewhat distinctive. It instructs chiefly 



TECHNICAL EDUCATION IN GERMANY 81 

the sons of tradesmen and superior artizans. 
There are three departments in the school : 

First — that of engineering and architec- 
tural drawing. 

Second — modeling department. 

Third — the department of decoration, 
housepainting, etc. 

The session covers both winter and sum- 
mer months, the winter term, as in other 
cases, being the better attended. Other 
typical Gewerbeschulen are located at Grenz- 
hausen and at Eeimscheid. Applicants for 
admission must have prepared in the Volk- 
schule or elementary school. The programme 
comprises the German language, French, 
English, literature, plane and descriptive 
geometry, physics, chemistry, drawing, 
mechanics, machine construction. The 
preparation here obtained fits the partici- 
pants enter the higher schools, or to act as 
foremen and masters. These schools also 
lead up to the industrial schools of Bavaria, 
of which we shall now speak. 



82 technical education in germany 
Industrial Schools of Bavaria 

(Industrieschulen) 

The industrial schools of the Bavarian 
Kingdom stand out as a distinct class of 
educational institutions. Here, since 1872, 
there has been a clean cut system, presided 
over by a Minister of Education. While 
the quality and character of the work done 
are quite similar to that taken up in the sec- 
ondary schools elsewhere, the institutions 
are in some respects more exactly defined 
and supervision andinstructioninthe schools 
of weaving, woodcarving, basketmaking, 
pottery, violin making, etc., is frequently 
superior to that in some other locality. 

The age of admission is sixteen years, two 
years being the usual length of course; the 
education of the Real-Schule is a requisite, 
or failing this, an examination must be 
taken. In 1901-1902 the Munich schools 
had an enrollment of 241 students, distrib- 



TECHNICAL EDUCATION IN GERMANY 83 

uted as follows : mechanical engineering 124 ; 
chemical engineering 27; architecture 62; 
commercial 28. The graduates are fitted to 
occupy positions of trust and prominence in 
the various industrial pursuits of the coun- 
try and to enter the technical colleges. 

The Industrieschulen of Bavaria are four 
in number, located at 

Augsburg 

Kaiserslautern 

Munich 

Nuremberg 
they having been established in 1868. Ad- 
vanced courses are offered in mechanical 
engineering, chemical engineering, building 
construction, and commercial education. 
The school at Wurzburg is of a somewhat 
superior order, although secondary in its 
tendencies, machinery construction and 
electro-technics being given attention. 

In the mechanical engineering course the 
following subjects are studied: 



84 TECHNICAL EDUCATION IN GERMANY 

elementary mathematics 

descriptive geometry 

calculus 

surveying 

physics 

German 

French 

English 

mechanics 

machine work 

machine construction 

mechanical drawing 

practical work. 
In the chemistry course the curriculum 
is made up of 

mathematics 

physics 

chemistry 

mineralogy 

G-erman 

French 

English 

machine construction 

laboratory work. 
The building construction course offers 






TECHNICAL EDUCATION IN GERMANY 85 

language, mechanical drawing and archi- 
tecture. 

Highek Technical Schools 
Technische Hochschulen 

We have at this point in our study reached 
the schools of highest rank offering training 
of a technical character, called variously 
technical high schools, technical colleges, 
or polytechnics, the Technische Hochschu- 
len. These schools are not high schools in 
the sense that the term would be applied to 
our American institutions, but are rather 
schools of collegiate grade, ranking in fact, 
as the title indicates in the university class. 
While not exactly comparable to our engi- 
neering schools, they approach more nearly 
these than they do any other of our American 
educational institutions. 

Before the beginning of the century just 
closed it was apparent to some German 
minds more far seeing than the rest, that 



86 TECHNICAL EDUCATION IN GERMANY 

schools of a higher than secondary rank 
must be inaugurated to offer training in the 
sciences; give opportunity to show the ap- 
lication of science to the arts; and prepare 
young men to grapple with scientific indus- 
trial problems such as were constantly 
springing np. Should the university attempt 
such work? An effort was made looking 
toward this end. It was at once evident 
that here was not the place to begin. The 
university was an institution in and of itself. 
Its methods, curriculum and aim were fixed, 
owing to long established customs. It had 
a certain work to perform, its own peculiar 
function to fulfill, and traditional and class- 
ical tendency were too strong to be checked 
in their movement, or to allow a branch 
stream to flow in and thus add to or modify 
the existing content. 

The war for industrial supremacy, be- 
tween England and Germany particularly, 
was a prominent factor leading up to the 



TECHNICAL EDUCATION IN GERMANY 87 

establishment of technical schools in the 
atter country. Germany saw the necessity 
or heroic action, and her people, anxious to 
improve from the standpoint of her indus- 
tries at home not only, but that they might 
rival and surpass their neighbors across the* 
" Silver Streak " readily took up the cry 
for advanced scientific training. This then 
was the object of the Technische Hoch- 
schulen: (1) 

" They were intended to secure for sci- 
ence a foothold in the workshop, to assist 
with the light of reasoned theory the pro- 
gress of arts and industry, till then fettered 
by many a prejudice and hindered through, 
lack of knowledge; on the other hand, they 
sought to raise that part of the nation en- 
gaged in industry to such a love of culture 
as would secure to it its due measure of 
public respsct." 

(1) Note on the earlier History of the Technical High 
School in Germany by A. E. Twentymen in Special Reports- 
on Educational Subjects, London, Vol 9, page 468. 



88 TECHNICAL EDUCATION IN GERMANY 



The dates of the founding of the now ex- 
isting Technische Hochschulen vary some- 
what, certain of the schools growing out of 
ra foundation which at the beginning was of 
>-a low or intermediate grade. Several of the 
^schools have passed through a period of 
transition or reorganization state during the 
•course of their existence. The institution, 
;and time of establishment of each are as fol- 
lows. 

Stuttgart, 1829 

Brunswick, 1835 
Darmstadt, 1868 
Aachen, 1870 

Hannover, 1879 
In 1799 was instituted in Berlin the Bau- 
:akademie, a State institution whose purpose 
-was set forth in the royal decree thus : 

1 ' To train in theoretical and practical 
knowledge capable surveyors, architects, 
civil engineers, and masons, principally for 
the Kiugs dominions, but foreigners may 



Berlin, 


1799 


Carlsruhe, 


1825 


Munich, 


1827 


J)resden, 


1826 



TECHNICAL EDUCATION IN GERMANY 89 

find admittance if no disadvantage accrue 
thereby to the King's subjects." 

Later, in 1821, Gewerbeschule came into 
existence, and in 1879 the union of these 
two formed the Berlin Technische Hoch- 
schule which is located in Charlottenburg, 
a suburb of the city. Owing to the high 
standards of this institution, it is styled 
the Koeniglische Technische Hochschule. 
Since its reorganization the plans of the 
other schools of like character have been 
modified in accordance with the Berlin 
scheme. 

The preparation necessary for admission 
to the Hochschulen is equivalent to that 
demanded by the university proper. The 
age of admission probably never drops below 
seventeen, the average age being consider- 
ably greater. Men of mature years and of 
wide experience and training avail them- 
selves to the privileges offered. The courses 
are from three to four years in length. 



$0 TECHNICAL EDUCATION IN GEEMANY 

(2) "The new universities thus developed 
have the purpose of affording higher instruc- 
tion for the technical positions in state and 
community service, as well as in industrial 
life, and of cultivating sciences and arts 
which are intimately connected with the 
field of technology (Berlin provisory statue, 
1879). They prove themselves equal to 
universities in the following points: they 
€laim for their matriculated students the 
same preparatory education required by the 
old universities, namely, nine years at a class- 
ical high school; they grant and insist upon 
perfect freedom in teaching and learning; 
and are under the direction of rectors elected 
for one year, instead of having principals 
chosen for life as in secondary schools. ? ' 

It may be said here that an exception to 
the rule of the annual election of the admin- 
istrative officers, is furnished in the exam- 

(2) Keport of the United States Commissioner of Education, 
1897-1898, page 70. 



TECHNICAL EDUCATION IN GERMANY 91 

pie of the Munich school, which retains a 
permanent Director as the custom prevailed 
in times past. 

Unless otherwise qualified, students must 
have prepared in the Industrieschule, the 
Gymnasium, the Real- Gymnasium or in the 
trade or building schools. In lieu of this 
an examination is demanded. Twenty-four 
is the minimum age of graduation. 

In tracing the development of these 
schools from unpretentious beginnings to 
their present high standards of excellence, 
we see that more and more they have be- 
come unified in purpose and similar in cur- 
ricula. In the early days too, the qualifi- 
cations for admission, their dynamic gov- 
ernment, and educational standards were 
lower and more diversified than we find 
them to-day. Sustained by the State and 
and each administered by its board or coun- 
cil, they are doing a work which cannot be 
excelled by the universities themselves. 



92 TECHNICAL EDUCATION IN GERMANY 

The organization of deparments of work 
offered is approximately the same in all 
schools. In Berlin there are six depart- 
ments: 

first, general school of applied science; 

second, general construction engineering; 

third, machine construction; 

fourth, naval engineering; 

fifth, chemistry and mining engineering; 

sixth, architecture. 

Special attention is given certain subjects 
in one or another of these schools; civil or 
mechanical engineering, building construc- 
tion, industrial chemistry, etc. An agricul- 
tural department is maintained at Munich, 
and a forestry department at Carlsruhe. 
That a knowledge of the application of elec- 
tricity is considered essential in our modern 
methods is shown in the fact that all stu- 
dents in departments of machine construc- 
tion engage in the study of electro- technics. 

The courses of study are to-day upon more 



TECHNICAL EDUCATION IN GERMANY 9& 

of an elective basis than formerly although 
even now the results of the work of Nebe- 
nius are clearly seen. The success of the 
Hochschulen is due to the efforts of Nebe- 
nius more than to any other one man. His 
ideas were worked out at Carlsruhe and in 
greater or lesser degree incorporated into all 
the schools. It was insisted by him that a 
proper foundation must be laid before any 
successful special technical training can be 
had. Preliminary work must be mastered 
and a natural sequence of studies followed. 
To this end a fixed graduated course is rec- 
ommended, the student to be promoted as 
ability may determine. For the one course 
plan however have been substituted the 
several. 1 

The following table compiled from various 
sources will give some idea of the extent of 

1 "Program der Konigl. Technischen Hoch- 
schule zu Hannover, 1901-1902, page 90. Den Horern 
bleibt die Wahl der Lebrfacber frei tiberlassen, Fur 
ein geordnetes Studium empfiehlt sicb aber die 
Beacbtung der folgenden Studien und Stunden- 
plftne." 



a 


w 

0> 

1/1 
*-, 

o 
u 

O 

6 


SUBJECTS 


o s« 

</i O 

O 3 


General 
.Science 


58- 


Mechanics, Physics and general 
science Btudies; literature, 
French, English, Italian, law, 
political science* 


33 


Civil 

Engineer- 
ing 


34 


Mechanics, railway construction, 
bridges, canals, harbors, hy- 
draulics, drainage, land sur- 
veying. 


13 


Mechan- 
ical 

Engineer- 
ing 


54 


Kinematics, machine construc- 
tion, mechanical technology, 
machine design, water, steam 
and electrical machines, elec- 
tro-technics, electro-mechan- 
ics, electrical and railway 
works. 


23 


Naval 
Engineer- 
ing 


19 


Theory of ship building, classifi- 
cation of ships, designing of 
warships, boilers, machine 
construction, praotical ship 
building. 


6 


Chemistry 

and 

Metallurgy 


51 


Organic and inorganic chemistry 
including physical,electro and 
technological chemistry, crys- 
tallography, metallurgy, foun- 
dry work, cements, botany, 
chemistry of plants and foods. 


27 


Architec- 
ture 


65 


History of art, architecture and 
ornament; building construc- 
tion, designing of buildings 
in different materials and for 
various purposes,, preparation 
of estimates, etc. 


36 



TECHNICAL EDUCATION IN GERMANY 95 

the work as carried on in Berlin. The 
school has a library of 54,000 volumes; a 
student body of upwards of 4,500 and a 
modern equipment throughout. 

The rivalry existing among the various 
schools is in some respects a point to be 
commended. Then, too, the idea taking 
form in the Hochschulen and being more 
fully appreciated by the educationalists of 
our own country, that each school should 
specialize along some particular line, is 
worthy of attention. Energy is saved there- 
by, and students may have the advantage of 
increased facilities in equipment and in- 
struction. Many Americans are studying 
in these schools, possibly more in Munich 
than elsewhere. While thorough in their 
treatment of subjects, the practical side of 
the work is too much lost sight of in the 
theoretical treatment. Testing and applied 
work are certainly given considerable atten- 
tion however. To quote Dean Victor C. 



96 TECHNICAL EDUCATION IN GERMANY 

Alderson of the Armour Institute, Chicago, 
who says in reference to testing : 

1 'Professors regard this work as professional prac- 
tice, just as doctors, who are professors in medical 
schools, have an outside practice. The technical 
school allows the professors free use of the labora- 
tories, but assumes no responsibility for the accuracy 
of the results or opinions expressed." 

The degree of Doctor of Engineering is 
conferred by these institutions, and that 
their work has been highly instrumental in 
developing the country can not be doubted y 
especially in the line of applied chemistry 
in which branch of engineering Germany 
leads the nations. How closely the devel- 
opment of the industries of Germany are 
related to the work of the Technische Hoch- 
schulen it is difficult to say, but that these 
schools have shown through the accom- 
plishments of their graduates that high 
standards of moral and intellectual train- 
ing can be had in other than the tradi- 
tional universities, and that as efficient social 






TECHNICAL EDUCATION IN GERMANY 97 

service can be rendered through the appli- 
cation of science to the arts and industries 
as by means of the languages, cannot be 
doubted. 



98 TECHNICAL EDUCATION IN GERMANY 

VI 

Schools of Industrial Art or Art 
Trade Schools 

The Kunstgewerbsechulen are schools of 
art. The causes leading to their inception 
are clearly set forth in a paragraph contained 
in the 1902 Report of the United States 
Commissioner of Labor. It reads : 

"The international museums of 1851, 
1855 and 1862, in England, Austria and 
Germany, respectively called attention to 
the fact that with all their technical excel- 
lence the industrial products of Germany 
possessed few qualities of artistic finish and 
design. France showed w r hat could be done 
in this direction. Her products easily held 
first rank in this respect, her eminence being 
the result of centuries of training in this 
field. Since Colbert's time industrial art ed- 
ucation has been emphasized in the training 
of French workmen, and the accumulated 
skill and taste due to this training, has left 



TECHNICAL EDUCATION IN GERMANY 99* 

its impress on French products. The Ger- 
man states at once set about to remedy this 
weakness in this respect, and since that time 
have so persistently established museums 
and schools for industrial art training that 
now there is no important city in the Em- 
pire which does not possess one or more of 
these institutions". 

Considerable variety exists among the va- 
rious types of art schools and even among 
those belonging in the same class and separ- 
ated as to location we find differences. In 
Leipzig, Saxony, for example the Kunst- 
gewerbeschule aims at the graphic arts ; 
mainly. In Berlin, Dresden, Carlsruhe, and 
certain other cities these schools train for 
sculptors and painters, and the term " Aka- 
demie " is frequently applied to these insti- 
tutions. They are in fact, art trade schools 
whose main purpose, while yet industrial, 
is also the instilling of an artistic feeling 
into industrial work. They reach on and 

tOfC. 



100 TECHNICAL EDUCATION IN GERMANY 

out from the trade school and up to the in- 
stitutions for the teaching of the fine arts. 
They are then a middle grade of applied art 
schools. 

The genesis of the industrial art schools 
really lies in the establishment of museums 
of industrial art. The museums were an in- 
spiring and energizing force, for here the 
best work could be exhibited and studied. 
The municipality and general government 
financed the movement for the museums. 
Schools sprang up in connection with the 
museums and later, independent art schools 
were established. 

A moderate fee is charged those who pur- 
sue work here, twenty to forty marks yearly. 
Candidates must have had practical experi- 
ence in the line of work they propose to take 
up, and both these schools and the so-called 
industrial drawing courses assume a certain 
proficiency on the part of the candidates; 
a proficiency in general subjects and in 



TECHNICAL EDUCATION IN GERMANY 101 

drawing particularly. An examination is 
given those who cannot present the desired 
credentials. The length of the courses in 
these schools is usually three years. The 
classes are both day and evening, 8 a. m. to 
4 p. m. and from 5 to 10 p. m. In some in- 
stances Sunday sessions are held also. 

The courses consist of architectural design- 
ing in wood and metal, metal engraving and 
chasing, modeling, steel engraving and etch- 
ing, design for fabrics, pattern designing, 
artistic embroidery, decorative painting, 
enamel painting, designing and painting fig- 
ures and plants. The work throughout is 
both theoretical and practical in its nature, 
the instruction gained in the class being ap- 
plied in the shop. The subjects of instruc- 
tion and time devoted to each differ accord- 
ing to the course pursued. As an example 
of the programme offered, the following, 
taken from the architectural draftsman's 
course in the Munich school is giyen; the 



102 TECHNICAL EDUCATION IN GERMANY 

figures show the number of hours per week 

devoted to each subject. 

First year, 

linear drawing 7 

ornament drawing 9 

modelling of ornament and of the hu- 
man figure 21 
history of art 1 
style 1 
geometry and projections 3 

Second year, 

architectural drawing 7 

drawing and modeling of the human 

figure and modeling of ornaments 20 
history of art 1 

style 1 

perspective and shadows 2 

anatomy, xylography, architecture, 
sculpture, or chasing 10 

Third year, 

architectural drawing 7 

drawing and modeling of the human 
figure and modeling of ornaments 10 



TECHNICAL EDUCATION IN GERMANY 103 

anatomy 1 

xylography, architecture, sculpture or 
chasing 24 

The Bauschule are only for those who 
wish proficiency in architectural studies. 

What the Industrial Hall at Carlsruhe, 
the Industrial Art Museum at Berlin, and 
the National Museum at Munich are to the 
art schools proper, the open drawing halls 
are to the industrial drawing courses. Here, 
as in the museums, are kept models and de- 
signs of rare merit and students may pursue 
work under competent instruction. Such 
halls are established in Bavaria, Hesse, 
Prussia, Saxony and Wurttemberg. 

In these art courses skill and originality 
are aimed at equally. The relation existing 
between the art work and the trade or in- 
dustry with which it is connected is such as 
to make more valuable the latter. 

It is ueedless to speak further of the mu- 
seums. The art products there exhibited 






104 TECHNICAL EDUCATION IN GERMANY 

give much incentive to students, as well as 
a feeling for the best from the standpoint 
of the beautiful and artistic, and all who 
visit them are consciously or unconsciously 
influenced for the better. 

The following table shows the distribution 
of industrial art schools throughout the 
various States. 

Alcace- Lorraine, Mulhausen, Strasburg. 

Anhalt, Dessau. 

Baden, Carlsruhe, Pforzheim. 

Bremen, 

Bavaria, Kaiserslautern, Munich, Nurem- 
berg. 

Hamburg, 

Hesse, Mentz, Offenbach. 

Prussia, Aix-la Chapelle, Barmen, Berlin,. 
Breslau, Cassel, Cologne, Diisseldorf, Elber- 
feld, Frankfort-on the-Main, Hanau, Han- 
over, Iserlohn, Konigsberg, Magdeburg. 

Saxony, Dresden, Leipzig, Plauen. 

Wurttemberg, Stuttgart. 



TECHNICAL EDUCATION IN GERMANY 105 
VII 

Bibliography 

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richtungen fur Gewerbliche Erzichnung, 
1901. — Dr. G. Kerschenteuer. 

Das Gewerbeschulwesen. — Ca.'l Melchior. 

Denkschriften iiber die Entiwickelung 
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Encyklopadischer Handbuch der Padogik. 
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Fortbildungsschule in unserer zeit. — 
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German Higher Schools. — James E. 
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German Technical Schools, 1901. — Victor 
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Gewerbliche Fortbildungsschulen in 
Deutschlands. — R. Nagel. 



106 TECHNICAL EDUCATION IN GERMANY 

Handworterbuch der Staatswissenschaf- 
ten, 1900.— Conrad. 

Hoherer Polytechnischer Unterricht in 
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Note on the Earlier History of the Tech- 
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Special Keports on Educational Subjects, 
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Paches' Handbook, 1899. 

Problems in Prussian Secondary Educa- 
tion for Boys. — Michael E. Sadler. 

Special Reports on Educational Subjects, 
London, 1898, Vol. 3. 



TECHNICAL EDUCATION IN GERMANY 107 

Program der Koniglichen Fachschule zu 
Iserlohn Metal Industrie. 

Eeport of the United States Commissioner 
of Education, J 889-1890, page 1209-1212. 

Same, 1894-1895, Vol. 1, page 345-380. 

Supplementary and Industrial Schools in 
Germany. 

Same, 1895-1896, Vol. 1, page 138. 

Same, 1897-1898, Vol. 1, page 69. Ger- 
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Report of the United States Commissioner 
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Industrial Education in Germany. 

Same, 1902, Seventeenth Annual. 

Trade and Technical Education in Ger- 
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Second Report of the Royal Commission 
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Vol. 1. 

The Educational Foundations of Trade 
and Industry, 1902. — Fabian Ware. 



108 TECHNICAL EDUCATION IN GERMANY 

The Continuation Schools in Berlin. — 
Dr. H. Bertram. 

Special Eeports on Educational Subjects, 
London, 1902, Vol. 9, page 451. 

United States Consular Eeports. De- 
scription of the School of Carpentry and 
Cabinetmaking in Magdeburg, Prussia, No. 
238, July, 1900.— Wm. Diederich. 

Same. School of Marine Machinists, 
Fleusburg, Prussia. No. 174, March, 1895. 

Same. Technical and Merchant Schools 
56:208, page 78.— J. C. Monoghan. 

Same. Technical Education in Germany. 
54:202, page 447.— J. C. Monoghan. 



APR 15 1908 



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